Collaboration Links H.S. Teachers with LSU Researchers to Improve Engineering

August 27, 2009

It is critical for university research engineering faculty to become more involved in the pre-college student environment and preparation in the science, technology, engineering and math (STEM) disciplines. This summer, LSU professors teamed with five different Louisiana high school teams of teachers to enhance STEM educational lessons as part of the new LaRET project. The premise of Louisiana Research Experiences for Teachers Site: Linking Teachers with Researchers to Improve Engineering Education (LaRET) is to develop collaborative connections among the researcher mentors and 9-12 teachers in order to create strategies in promoting and strengthening STEM education practices, with an emphasis in engineering.

The 6-week LaRET summer component at LSU consisted of research and development of STEM modules and created a community of learners where authentic science research is at the core of their experiences.

"We had the luxury of working in two different labs," said Shelley Simmons, Dutchtown H.S. science teacher. "From CAMD, we did a poster that we can use in the classroom as a teaching tool about things in nature that you find are in a micro- or nano-scale, and things that are engineered in a micro- and a nano-scale that are a part of our daily lives. So from our experiences at CAMD, we have a teaching tool."

LaRET is the pathway to provide innovative ways of helping teachers transfer scientific thinking and research into everyday practice in their classrooms. "We went through and have developed a couple of lesson plans that we're planning on incorporating into our classes next year, based upon our experimentation that we did in the lab this year, and some visions that we have of ongoing activities that we hope to incorporate into the new school curriculum this year," stated Sally Deweese, eighth grade math teacher from Woodlawn Middle School in Baton Rouge.

Participating in the LaRET project were the LSU College of Engineering (CoE), Center for BioModular Multi-Scale Systems (CBM²), Center for Advanced Microstructures and Devices (CAMD), Office of Strategic Initiatives (OSI), Gordon A. Cain Center for STEM Literacy and the School Systems of East Baton Rouge, Iberville, City of Baker, Central Community, Ascension, East Feliciana and St. Helena. These collaborations will have long term residual impacts on the participants and their respective institutions.

Christina Carter, algebra teacher at Dutchtown H.S. said "We realized that a lot of the things we do in the classroom are already engineering-based, and we never knew it. I think that this helps us connect the engineering field with things that we already do, so the kids get that same appreciation." Simmons agreed "It will debunk some of the myths for the kids. Some of them think they can't be an engineer. A lot of the things we're doing already employ the engineering design process. We are now educated in that process and can say, 'Hey, look, you're already doing this. Why not continue and stretch beyond wherever you were thinking you were going and try it' (engineering)?"

The thematic focus of the summer research projects were centered on the fabrication of systems that provide integration of emerging micro/nano-technologies with developments in chemistry and biology and were aimed towards innovative applications in forensics, homeland security and medical diagnostics. The projects allowed the teachers to not only become familiar with state-of-the-art technologies, but also to investigate experiments demonstrating fundamental scientific and engineering principles that can be imported into their classrooms.

Deweese concurred, "With the lesson plans we've developed so far, we can actually introduce at the middle school level the nano-technology, showing what it actually is and how it can affect them in their everyday lives with different products they use, such as nano-technology in iPhones."

The ability to actually see how knowledge is used in different settings with opportunities to not only think like an engineer or scientist but converse with and view them engaged in research during real-time research experiences, makes LaRET a unique program.

"There is such abundance of information that this program gave us that we can give to our students, said Lisa Smothers from Zachary H.S. "What made us really connect with the research and the experiment was that we were a part of it. We actually went through the DNA extraction, and we saw our results. It was like, 'wow!' now we know now how important it is for our students to learn it as well."

LaRET was developed in direct response to a needs based assessment conducted during July 2007 by the Louisiana State University/Southern University Regional Collaborative for Excellence in Science Teaching (LSU/SU Regional Collaborative). According to the feedback, 98% of the 9-12 teachers respondents have not had the opportunity to participate long term in an engineering or STEM laboratory research setting. The vast majority of their STEM lab experiences occurred during large college classes using a "cookbook" approach that simulated investigative science.

Another need that was evident was identifying strategies to develop students' understanding of important scientific ideas. Survey results indicated that little is currently being done in their schools to actively solicit students to consider engineering or other STEM careers. Teachers freely admitted that they themselves were not good advocates in promoting STEM careers, and know little about careers in engineering, although their background is in a STEM field.

"We do have a big problem with drop out rate between eighth grade and high school, explained Nicole Foster from Woodlawn Middle School. "If we can tweak their interest, then we can get them to see there is a reason for taking math and for taking science classes."

These findings point to a critical need to provide high school/community college teachers with learning experiences that help them better understand how to transport research and investigative practices into their own classrooms as well as those of their colleagues, and gain a greater understanding of the possible career pathways available to STEM graduates.

One of the basic tenets of standards-based, inquiry teaching and learning in science is to encourage students to view themselves as engineers or scientists. Using the same skills and practices as professionals employ will help teachers and students develop critical thinking skills and to think like an engineer or scientist.

"This will give them a sense of practical use," said Lai Cao, Baton Rouge Magnet H.S. physics teacher. "This will give students problem-solving skills and imagination and creativity, so they know you have to have a really solid background in science and math so they can go into this field. It's not easy-it's no piece of cake. This is hard work, but there will be payoff."

For more information on LSU's Stem Talent Expansion Program - STEP, click here.

For more information on LaRET, please contact: Dr. Warren N. Waggenspack, Jr., Associate Dean for Academic Programs, LSU College of Engineering, PI NSF-LaRET, mewagg@me.lsu.edu, 225-578-5907

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Article by Mimi LaValle for the College of Engineering, mlavall@lsu.edu, 225-578-5706